Post on 30-Aug-2019
transcript
Sajitha Bashir MS4SSAMay15-16, 2017 Boston
Mathematics and Science Education in Africa’s Transformation
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Africa’s Growth: Recovery in Last 20 Years, Driven by Natural Resources
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Real
GDP
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(US$
at
2005
pr
ices
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Actual Trend
Foreign Direct Investment in SSA:600 % increase in 12 years
• Innovation• Adoption, adaptation or creation of technologies that are put to productive use by firms• New product or use of a new production process
• Education, Research, ICT: • Education -“ Preparation of soil” (Firms need adequately educated and skilled workers to adopt/adapt new technologies)• Research and ICT - “ nurturing of soil” (Creates and disseminates knowledge that can be used by firms; connectivity)• Other Factors are Important• Regulations and competition policy: “Weeding” • Finance : “ Watering”
Education and Research: Critical for Innovation
World Bank Innovation Policy (2010)
Example of skill shortages:• SSA: 1 medical school graduate per
117,300 habitants (1 to 54,500 for South Asia – 2nd lowest)
• SSA: 11% of all graduates are within natural sciences and 7% are engineers
• Malawi: 0 veterinarians graduated and only 22 working in the country (2009) due to no veterinarian education (80% of jobs and 80% of exports are from agriculture)
• Angola: 20 petroleum engineers per year (oil and gas is 98% of exports)
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AFRICA’S CHALLENGES IN EDUCATION AND RESEARCH
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19.5
8.43 0.9
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Out ofSchool
Children
Populationbelow 15
years
Students insecondaryeducation
Student inhigher
Education
Science andEngineeringpublications
Perc
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otal
Africa's weight in education and science outcomes
Tanzania’s aspiration to attain middle-income country status by 2025
• Through diversification of the economy and more rapid economic growth to create jobs and improve productivity• Jobs for 800,000 new labor market entrants each year
• Expansion of employment in existing firms, and creation and growth of new enterprises
• Challenge to develop required skilled workforce to grow new sectors, expand into global markets and innovate• given acknowledged education and skill deficits
Example of Tanzania
Tanzania’s challenge: promoting dynamic firms, creating productive employment
Tanzania will have to grow faster to catch up emerging countries…
…But most Tanzanians are employed in small firms
86.8%
7.2%
4.2%
1.8%
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Number of employees per firm
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2006 2008 2010 2012 2014 2016 2018 2020 2022 2024 2026
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Historical growth trajectory, USD 1943 in 2026
Growth needed to catch up Indonesia 2009, UDS3374
Growth needed to catch up Thailand 2009, USD5057
9.8% per year
7.6% per year
4.5% per year
Educational attainment lags behind other SSA middle-income countries
Share of high-skilled workers is low relative to its global competitors
Education Levels in Tanzania
Can Tanzania Grow Fast with Such Low levels of Education?
Average Years of Education in Tanzania
Less than primary (12%)
Primary (50%)
Secondary (24%)
Above secondary (14%)
South Africa (2007)
Less than primary (5%)
Primary (41%)
Secondary (33%)
Above secondary (20%)
Malaysia (2010)
Less than primary (7%)
Primary (69%)
Secondary (16%)
Above secondary (8%)
Vietnam (2010)
Less than primary (27%)
Primary (62%)
Secondary (6%)
Above secondary (5%)
Tanzania (2012 Census)
How much should secondary and higher education be expanded?
Education Composition
There are innovators in every firm size and sector
Tanzania Enterprise Skills Survey (formal sector)
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Low-Skills Demand[41%]
Exporter[13%]
Innovator[46%]
Firm'
s Cate
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Distribution of firms by size and skills categorization
Small (5 to 19) Medium (20 to 99) Large (100+)
• Most firms (even formal sector ones) in SSA countries are not on the technology frontier• They are not creating new technologies
• But a significant proportion are introducing new products and processes • A critical mass of technically trained and tertiary educated
graduates is required to adopt and diffuse technologies• Technician training is as important as university level education• Secondary school graduates with foundational skills are
required• For specialized skills, focus for critical sectors (agr, energy, manuf)
• Firm level innovation depends on knowledge spillovers; more feasible within a sector
Fostering technology adoption, adaptation and creation
WORLD BANK PROJECTS
EXAMPLES OF BANK-SUPPORTED RESULTS IN 2011& 2012
SenegalIT (1)
Health (1)
Burkina FasoWater (1)
Ivory CoastAgriculture
(1)Statistics (1)Extractives
(1)
GhanaAgriculture (1)Water Mgt. (1)
Health (1)Benin
Health (1) TogoAgriculture (1)
Cameroon
IT (1)
RwandaIT (1); Energy (1) Education
(1); Statistics (1)
UgandaAgriculture (2)
Material Science (1) Health (1)
EthiopiaAgriculture (1); Water (1); Transport (1); Health (1)
KenyaAgriculture (2)
Energy (1)
TanzaniaAgriculture (2; Water (1); Health (1)
MalawiAgriculture (1)
Health (1)
ZambiaExtractives (1);
Health (1)MozambiqueExtractives (1)
NigeriaAgriculture (3); IT (1);
Extractives (1); Material Science (1); Health (1)
Africa Centers of Excellence – Regional Project
Plus country specific higher education and skills projects
Science and Math in School Education (17 ongoing projects + 2 in the pipeline)
Teachers Others
In-service teacher training including distance learning Training of teachers to use teachers guides and subject
guides Provision of teacher guides Teaching strategies to use low cost and effective ICT Improvement of pre-service training Support to teacher professional development Improve teacher availability in core subjects (including
M&Sc) and in rural areas Incentive scheme for math teachers Reform of pre-service training Support to teacher supervision mechanism Reduce teacher absenteeism and improve time on task Establish a committee on improving the teaching of
mathematics and science
Provision of textbooks and learning materials Provision of school grant Provision of Secondary School Performance
Awards Reform of curriculum Measurement of learning achievements in
primary and secondary Building of scientific and technology blocks Scale up and evaluate early literacy program Computer room and laboratories
MATH AND SCIENCE EDUCATION OUTCOME IN SELECTED SSA COUNTRIES
TIMSS: Low Levels, Slowly Improving
Animated
Ghana (8)
Botswana (8)
Botswana (9)
South Africa (9)
Chile (8)
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2003 2007 2011 2015
Average Math Scores
South Africa: Improvement in Performance, but 68 percent performing at “ Below Low” International Benchmark
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TIMSS 2003 (8)
TIMSS 2003 (9)
TIMSS 2011 (9)
TIMSS 2015 (9)
South Africa: Science (Grade 8 and 9)
Below Low Low Intermediate High Advanced
Math: Low International Benchmark (TIMSS, 2015)
• Content Domain: Data and Chance• Cognitive Domain: Applying• Description: Uses information in a
table to complete a bar graph
Hong Kong
Singapore
Slovenia
Russia
ThailandMalaysia
Kuwait
South Africa (9)
Botswana (9)
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Math: Intermediate International Benchmark (TIMSS, 2015)
• Content Domain: Number• Cognitive Domain: Knowing• Description: Recognizes the
commutative property
Chinese TaipeiSingapore
Kazakhstan
Lithuania
Turkey
Botswana (9)
South Africa (9)
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Math: High International Benchmark (TIMSS, 2015)
• Content Domain: Number• Cognitive Domain: Applying• Description: Part B - Selects and
combines information from two sources to solve a multistep word problem
Singapore
Korea, Rep. of
Hungary
United Arab
Emirates
Botswana (9)
South Africa (9)0
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Science: Low International Benchmark (TIMSS, 2015)
• Content Domain: Chemistry• Cognitive Domain: Knowing• Description: Recognizes a material
that best conducts both heat and electricity
Chinese Taipei
Singapore
ThailandJordan
KazakhstanKuwait
AustraliaBotswana
(9)
South Africa (9)
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Science: Intermediate International Benchmark
• Content Domain: Biology• Cognitive Domain: Applying• Description: Explains the advantage
for a species of mice to have coloring matching its environment
EnglandNorway
(9)
Chinese Taipei
Kazakhstan
Israel
Qatar
South Africa (9)Botswana
(9)
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NEW REGIONAL INITIATIVE FOCUSING ON MATH AND SCIENCE IN SECONDARY SCHOOLS
Breaking Out of the Vicious Cycle, At a Faster Pace
Dependence on international consultants, no long-term capacity building
Research on Improving Mathematics and Science Outcomes (1)
Raising cognitive achievement in math and science requires evidence-based action to address impediments at multiple levels: classroom, school and system• interventions at the classroom level: pedagogy; teacher knowledge and skills;
incentives for teachers and students; learning materials; physical conditions in classrooms;
• interventions that matter aim to strengthen teacher effectivenesspositive impact of adaptive instructional methods on student learning (e.g.
computer based)use of structured instructional materials when teachers’ content knowledge
and pedagogical skills are weak (IE in India and Philippines; digital technology to standardize both content and pedagogical procedures )
Research on Improving Mathematics and Science Outcomes (2)
• Interventions beyond classrooms: Incentives and Accountability Framework
• Characteristics of high performing systems: (a) clear national commitment to high standards for learning; (b) an expectation that all students can meet the high standards; (c) teacher accountability; (d) institutionalization of effective instructional practice; (e) Balance between accountability and autonomy; and (f) policy coherence
• Focusing on teachers and their work including institutional infrastructure beyond classroom
MS4SSA Integrates
• Improving mathematics and science learning outcomes in SSA countries needs to integrate key elements around a central focus on improving teacher effectiveness
• 1) Focus on supporting teachers in classrooms : need of structured approach, with easy to use materials, student centered pedagogical method, and continuous formative assessment
• 2) Focus on building capacity in Africa for training teachers
MS4SSA Integrates 3 Interlocking Elements …
Instructional Model
Delivery Model
Capacity Building Model Adaptation to Local ContextLearning by Doing
… with Three Interlocking Partners
World Bank
International Technical Partners: - WPI and NJCTL; - International Advisory Committee
African Institutions- Regional Nodes- Country Institutions
Adapt to Local Context and Build Capacity on Continent